The development of a goal theory model of student motivation in schools has gained momentum over the past decade. Goal theory seeks to understand the relationships between student achievement behaviors. Correlates of achievement behaviors include academic goal orientations, affect, and academic self-efficacy. This paper reports the results of a repeated measures multivariate analysis of variance investigating the changes that occur regarding these variables for a sample of final year Australian secondary education students, over time and between sexes. Results of the study show significant increases occurring in students' negative affect, performance-avoidance goal orientations, and self-handicapping strategies and decreases in performance-approach goal orientation and academic self-efficacy. Significant gender differences were also identified in the data. Canonical correlation analysis was also carried out to identify relationships between sets of variables. Results indicate a significant relationship between negative affect coupled with high levels of performance-approach goal orientation and low levels of self-handicapping strategies.